All interview participants answered questions about factors that influence a student’s school connectedness. The questions allowed the participants to elaborate on how connectedness affected them, who influenced the connectedness with their school, and if gender or ethnicity are factors in school connectedness.
Family Influence
The first theme that emerged from the pilot study was “Family Influence” and the subthemes of Parent Influence and Friend Influence on the connectedness of students. The participants shared stories of who had the biggest influence on them with getting involved with the school and how provided examples of how peers shared their school influenced. Although some participants discussed other family members, the major
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The school itself can create an atmosphere that influences the connectedness of students. Charlene said, “if you’re connected to your teachers because some of them are like parents and some people you spend all day with are like your brothers and sisters. So it’s kind of like a second family in a way.” Michelle added that spending long hours at school (from being involved) creates a home atmosphere for students. Anna described her connectedness created by involvement as “school is fun.’
School activities. There are many things that occur in school that influence the atmosphere of the building. School activities promote a positive school atmosphere because of student involvement. Michelle said, “promoting pride through pep rallies” and “encouraging people to come to outside of school events (where they) would meet people that are already involved in there and they would encourage them to get involved.”
Joe, who is not involved with any specific sport or club, still feels connected to school through participation in school activities. He said, “I go to football games on Friday and I like seeing all the kids get together for one cause of whatever. To support the team.” Furthermore, Charlene said school-wide activities have benefitted her because it brings everyone together. She
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff. Throughout my teaching career, I have consciously developed a positive rapport with students, colleagues and parents in the interests of promoting mutual respect. I attend, and actively participate in staff meetings, sharing my ideas and listening attentively to others’ contributions. I also enjoy participating in pastoral care duties, and willingly involve myself in discussions relating to pastoral care aspects of the school.
Preamble to Petition According to the 2015-2016 Searcy High School handbook, “education is a life-long process of paramount importance to the well-being of the individual and the democratic way of life, it is necessary for students to develop positive work habits, adaptability, understanding, and the ability to live and work in a diverse, technological society.” It is the teacher’s duty to fulfill this mission statement; it is the student’s right to have a teacher who is competent and capable to do such. It is also the teacher’s duty to create a safe and structured learning environment. Mattie Setzler is failing to strive for excellence, failing to be competent, failing to create a safe and structured learning environment for her students;
For example, utilizing rap music or pop music that students listen to and have interest in drawing their attention. Making learning interactive, by building on what the student already knows. That pursuit of student’s interest from questioning, dialogue, and just focusing on building relationships. Impoverished children have that need to belong to something, and seek out attention that may not be given at home (Ciaccio, 2000). Relationship building will assist in cooperation to allow students to take ownership of their own education.
Why students should be involved in extracurricular activities Extracurricular activities can range from a variety of things such as sports, clubs, or hobbies that are participated in by a group of peers. Activities like these have many perks but also may contain cons depending on the person and how much effort they are willing to put in to what they do. Overall students that participate in extracurricular activities will have a better outlook in real world situations than students who don 't participate in anything. Extracurricular activities have many pros that can improve the development of students throughout their schooling years. They teach life skills such as time management.
According to Epstein's theory, all six of these types of inolvement are likely to lead to successful partnerships between parents, school and community. The categories can also be subsumed into three broader categories: Home-based involvement, school-based involvement and home school communication (Fantuzzo,
Multiple factors can have an effect on the sense of belonging in an educational school environment, such as teacher-student relationships, relationships between classmates, staff support and caring, engagement in academic work, availability and participation in extracurricular activities and just and constructive discipline. Sense of belonging at school can be called ‘school connectedness’, as it refers to the feeling of feeling close to the people at school and feeling like a part of the school community. This includes feeling that peers and teachers treat them fairly, as well as a sense of security, safety and comfort. School is an extremely important and central part of life to young people. School is crucial to
Today’s in complex global scenario societal and school environment in which we are living where teachers are faces challenging classroom management troubles, it has become necessarily required to establish partnerships between parents and teachers as a strategy to support students’ learning and development. In the late 1800s, it was a common practice for a community to hire a teacher who lived in the community. Such a practice encouraged close and frequent contact and shared norms between home and school. Contrast this with the situation facing most school communities in the mid-20th century, when a physical and social distance between the school staff and community became the norm. Stimulated, in part, by the movement to professionalize the teaching profession, teachers increasingly chose to live outside of the school community in which they worked.
Therefore, students need to be helped perform at their level of ability in order to succeed. Building a strong parent-teacher relationship will benefit the three participants; the parent, the teacher and most importantly, the child him/herself (Holdaway, 1979). Continuous contact and help from the parents will help the educator relate his/her classroom environment with what the students experience within their home environment. Therefore, this puts the responsibility on all the adults present in the child’s life to ensure that the experiences that the child is facing are helping him/her extend his/her learning achievement (Dombro,